2. The mother’s method may be followed still farther in making the definite lesson as informal as possible. Questions should be asked to awaken thought, and the lesson should partake more of the nature of a familiar conversation than of a school exercise. Pupils should be allowed to tell what they know on certain points, and new truths should be “developed” as in other subjects.
3. The instruction to older pupils may be given in a similar manner, but less simply; or the item may be read with or without comment. This lesson serves to instruct those ignorant of prevailing forms, and to keep the matter before the minds of others who are better informed. When pupils are old enough, if not provided with a text-book on manners, it is well for them to make a note of the directions given.
4. The time given to this subject must be regulated by the other work in the school. A few minutes daily will amount to a great deal in the course of years.
5. A plan that has been successfully pursued is to allow ten minutes for the opening exercises of school, and to make a brief lesson in manners a part of these exercises. It is not the aim of the author that the illustrative lessons shall be arbitrarily followed. That would be to aim at an impossibility. If success is expected, it is even more necessary in this branch than in others that the work be stamped with the individuality of the teacher. There must also be a certain compass of expression and force and earnestness of manner in giving these lessons which cannot be imparted to the printed page.
6. Brevity is essential, as the effect sought would be lost if the lesson became tiresome. Moreover, it is not intended to add to the already overburdened curriculum of most schools. Teachers should exercise care in selecting items adapted to the age and capacity of their pupils. It is needless to add that as far as there is opportunity teachers should see that precept and practice go hand-in-hand.
SPECIAL DIRECTIONS TO TEACHERS.
1. The manners of pupils are usually similar to those of the teacher. It is therefore of the utmost importance that he should himself exemplify true courtesy, because he will be imitated. His whole bearing and manner in the presence of pupils should be above criticism. If not conversant with the details of a code of manners, it is obligatory upon him to become so, and to conform his manners to it.
2. A high and loud tone of voice should not have place in a school-room.
There is perhaps no more unrefining influence unconsciously exerted by a teacher than that of a loud voice. Emerson says, “Loudness is rude, quietness always genteel,” and in nothing is the truth more apparent than in the voice. As children are close imitators, if teachers speak in a loud and dictatorial manner, so will their pupils.
A teacher’s voice should be as melodious as nature permits, and its effect should be heightened by all the modulations and intonations used in polite conversation. Suitable language voiced in this manner not only has a most refining influence on the character and manners of pupils, but is often the only instrumentality needed in the formal “government” of the school.